The ePortfolio has been used in initial teacher education for its storage and presentation functions; however, its use as a pedagogic tool to enhance learning outcomes is less common. This study explored students' perceptions of ePortfolio and their learning in a Bachelor of Education (primary) programme at a New Zealand university. The research sought to identify courses in which learning had been enhanced by ePortfolio use and the related reasons. Data were collected through document analysis, a survey questionnaire and a focus group discussion. The findings indicate a relationship between students' perceptions of their enhanced learning through ePortfolio and a number of threshold concepts in curriculum design. These ePortfolio-related concepts include its purpose for learning, design of constructivist learning activities, social pedagogy for co-construction of knowledge and the constructive alignment of ePortfolio concepts for enhanced learning outcomes. An argument is made for course designers and developers to deeply understand the nature of these threshold concepts when planning to incorporate ePortfolio into curriculum processes.